压码网络培训――丝丝毛的学习日记

今天去监考了英语四级，没人缺考，所以也没有多余的试卷，倒是听了听力。

听得很清楚，可是有不少还没达到完全听懂的程度。如果看着卷子，可能会好多了。

可我们学英语，不就是为了达到听懂的目的吗？

学习的动力又增加不少。继续努力。

一、基本词组

1.Sb. would have been able to ...
　：

invite sb. to ...,  she would have been able to do if she had arrived...

Review Two.
For this lesson,
you'll need a pencil and a piece of paper.
Listen to this conversation.
Mike invited Chris to his party,
but she arrives late.
Listen to all the things
she would have been able to do
if she had arrived on time. 


have some trouble with ... (my car), on one's way upstairs,  I'm sorry to hear ..., I' m sorry + clause, a little sooner, you would have been able to ...(meet / dance with / see / taste)

Oh, Mike! I'm so sorry I'm late.
I had some trouble with my car.
Then I got lost.
And on my way upstairs,
I hurt my leg. Again.
Is the party still going on?
Poor Chris! I'm sorry to hear all that.
Here, come and sit down.
I'm sorry, but the last guest just left.
It's too bad you didn't get here a little sooner.
Why? What happened? What did I miss? 
If you'd been here,
you would have been able to meet some famous people.
Tom Cruise and Madonna were here.
Really? Both of them?
How do you know them?
They're old friends of mine. 
And you would have been able to see me dancing with Barbara.
Barbara who? 
Barbara Bush!
She and George always visit me
when they're in Stamford.
Now I know you're lying. 
You're making this whole thing up!
That's true.
But it's also true
that if you'd been on time,
you would have been able to taste my cooking.
And you would have been able to dance with Jake Seltzer.
Now I'm really sorry I was late.
Why? Because of my cooking
or because of Jake?
Because of both, I guess. 

Now listen and repeat.

meet some famous people
you would have been able to meet
You would have been able to meet
some famous people.
You would have been able to meet
some famous people.

dancing with Barbara
you would have been able to see me
You would have been able to see me
dancing with Barbara. 
You would have been able to see me
dancing with Barbara.

taste my cooking 
you would have been able to taste
You would have been able to taste
my cooking.
You would have been able to taste
my cooking. 

dance with Jake Seltzer 
you would have been able to dance
You would have been able to dance
with Jake Seltzer.
You would have been able to dance
with Jake Seltzer.


What would sb have been able to do if she/he had pp(arrived)..., She would have been able to ...

Now you're going to hear a question and a cue.
Use the cue to answer the question,
using the words
would have been able to
in your sentence.
For example, you hear,
"What would Chris have been able to do
if she'd arrived at Mike's party on time?"
Meet some famous people.
And you say . . .
She would have been able to meet
some famous people.
Or you hear,
"Who would Chris have been able to see Mike dancing with?"
Barbara. And you say . . .
She would have been able to see Mike dancing with Barbara.
OK? Let's begin.


Sb. would have been able to ...(meet / see / go to / travel / quit)

What would Chris have been able to do
if she'd arrived at Mike's party on time?
Meet some famous people.
She would have been able to meet
some famous people.
Who would Chris have been able to see Mike
dancing with? Barbara.
She would have been able to see Mike
dancing with Barbara. 
Where would Rita have been able to go
if she'd had enough vacation time?
Paris. She would have been able to go to Paris.
How would she have been able to travel
if she'd had enough money?
On the Concorde.
She would have been able to travel on the Concorde.
Who would Jake have been able to meet
if he'd been invited to a White House dinner?
The President.
He would have been able to meet the President.
What would Rita and Terry have been able to do
if they'd won lots of money in the lottery?
Quit their jobs.
They would have been able to quit their jobs.

2.

Now take your pencil and a piece of paper.
You're going to hear a short talk about
the early years of the Stamford Museum and Nature Center.
The first time
you hear it,
don't write anything. Just listen.


welcome to ..., in the northern part of ..., in 1986,

Hello. And welcome to
the Stamford Museum and Nature Center.
I'm your tour guide, Lisa Hom.
Before we begin our tour,
let me tell you a little about
the history of the museum.
It celebrated its fiftieth birthday in 1986.
The founder was Dr. G. R. Hertzberg,
a prominent Stamford surgeon.
If Dr. Hertzberg hadn't been involved,
the museum would have been just a collection.
What started
as three rooms in a downtown office building
has grown to five buildings on eighty acres
in the northern part of the city.
Now if you just follow me,
the tour will begin.
Now take your pencil and a piece of paper
and get ready to write.
When you hear the tour guide again,
write down the most important things she says.
Don't write every word, though,
just the important details.
There will be some pauses
for you to write.
All right. Let's begin.
Hello. And welcome to ...
the Stamford Museum and Nature Center.
I'm your tour guide, Lisa Horn.
Before we begin our tour,
let me tell you a little about
the history of the museum.
It celebrated its fiftieth birthday in 1986.
The founder was Dr. G. R. Hertzberg,
a prominent Stamford surgeon.
If Dr. Hertzberg hadn't been involved,
the museum would have been just a collection.
What started
as three rooms in a downtown office building
has grown to five buildings
on eighty acres
in the northern part of the city. 
Now if you just follow me,
the tour will begin.   


Now use your paper to answer these questions.
These are short questions.
Question One. 
What is the tour guide's name?    Lisa Horn.   
Question Two. 
In what year did the museum celebrate its fiftieth birthday?    In 1986.
What was the name of the man
who founded it?  Dr. G. R. Hertzberg.   
Question Four.   
What was Dr. Hertzberg's profession?   
He was a surgeon. 
Question Five.   
If Dr. Hertzberg hadn't been involved,
what would the museum have been?
Just a collection.   
Question Six. 
How many rooms did the museum start out with? 
Three.   
Question Seven.
Where were the rooms located?   
In a downtown office building.   
Question Eight.   
How many buildings are there now?  Five.   
Question Nine. 
How many acres are there now?    Eighty.
Question Ten.   
Where is the museum located?
In the northern part of the city.   

This is the end of Review Two.

二、基本句子

1.You would have been able to meet some famous people.
　：

You would have been able to meet some famous people.
You would have been able to see me dancing with Barbara.
You would have been able to taste my cooking. 
You would have been able to dance with Jake Seltzer.

What would Chris have been able to do if she'd arrived at Mike's party on time? Meet some famous people. She would have been able to meet some famous people.
Who would Chris have been able to see Mike dancing with? Barbara. She would have been able to see Mike dancing with Barbara. 
Where would Rita have been able to go if she'd had enough vacation time? Paris. She would have been able to go to Paris.
How would she have been able to travel if she'd had enough money? On the Concorde. She would have been able to travel on the Concorde.
Who would Jake have been able to meet if he'd been invited to a White House dinner? The President. He would have been able to meet the President.
What would Rita and Terry have been able to do if they'd won lots of money in the lottery? Quit their jobs. They would have been able to quit their jobs.

2.

Hello. And welcome to the Stamford Museum and Nature Center. I'm your tour gUIde, LIsa Horn.
Before we begin our tour, let me tell you a little about the history of the museum. It celebrated its fiftieth birthday in 1986.
The founder was Dr. G. R. Hertzberg, a prominent Stamford surgeon.
If Dr. Hertzberg hadn't been involved, the museum would have been just a collection.
What started as three rooms in a downtown office building has grown to five buildings on eighty acres in the northern part of the city.  Now if you just follow me, the tour will begin.   

What is the tour guide's name?    Lisa Horn.   
In what year did the museum celebrate its fiftieth birthday?    In 1986.
What was the name of the man who founded it?  Dr. G. R. Hertzberg.   
What was Dr. Hertzberg's profession?  He was a surgeon.     
If Dr. Hertzberg hadn't been involved, what would the museum have been? Just a collection.   
How many rooms did the museum start out with?  Three.   
Where were the rooms located?    In a downtown office building.   
How many buildings are there now?  Five.   
How many acres are there now?    Eighty.
Where is the museum located? In the northern part of the city.   

三、基本场景

（一）场景学习

1.引导语

Review Two. For this lesson, you'll need a pencil and a piece of paper. Listen to this conversation. Mike invited Chris to his party, but she arrives late. Listen to all the things she would have been able to do if she had arrived on time. 

2.情景

Oh, Mike! I'm so sorry I'm late. I had some trouble with my car. Then I got lost. And on my way upstairs, I hurt my leg. Again. Is the party still going on? Poor Chris! I'm sorry to hear all that. Here, come and sit down. I'm sorry, but the last guest just left. It's too bad you didn't get here a little sooner. Why? What happened? What did I miss?  If you'd been here, you would have been able to meet some famous people. Tom Cruise and Madonna were here. Really? Both of them? How do you know them? They're old friends of mine.  And you would have been able to see me dancing with Barbara. Barbara who?  Barbara Bush! She and George always visit me when they're in Stamford. Now I know you're lying.  You're making this whole thing up! That's true. But it's also true that if you'd been on time, you would have been able to taste my cooking. And you would have been able to dance with Jake Seltzer. Now I'm really sorry I was late. Why? Because of my cooking or because of Jake? Because of both, I guess. 

3.学习

Now listen and repeat.

meet some famous people
you would have been able to meet
You would have been able to meet some famous people.
You would have been able to meet some famous people.

dancing with Barbara
you would have been able to see me
You would have been able to see me dancing with Barbara. 
You would have been able to see me dancing with Barbara.

taste my cooking 
you would have been able to taste
You would have been able to taste my cooking.
You would have been able to taste my cooking. 

dance with Jake Seltzer 
you would have been able to dance
You would have been able to dance with Jake Seltzer.
You would have been able to dance with Jake Seltzer.

4.引导学习

Now you're going to hear a question and a cue. Use the cue to answer the question, using the words would have been able to in your sentence. For example, you hear, "What would Chris have been able to do if she'd arrived at Mike's party on time?" Meet some famous people. And you say . . .She would have been able to meet some famous people. Or you hear, "Who would Chris have been able to see Mike dancing with?" Barbara. And you say . . . She would have been able to see Mike dancing with Barbara. OK? Let's begin.

5.练习

What would Chris have been able to do if she'd arrived at Mike's party on time? Meet some famous people. She would have been able to meet some famous people.
Who would Chris have been able to see Mike dancing with? Barbara. She would have been able to see Mike dancing with Barbara. 
Where would Rita have been able to go if she'd had enough vacation time? Paris. She would have been able to go to Paris.
How would she have been able to travel if she'd had enough money? On the Concorde. She would have been able to travel on the Concorde.
Who would Jake have been able to meet if he'd been invited to a White House dinner? The President. He would have been able to meet the President.
What would Rita and Terry have been able to do if they'd won lots of money in the lottery? Quit their jobs. They would have been able to quit their jobs.

（二）场景学习

1.引导语

Now take your pencil and a piece of paper. You're going to hear a short talk about the early years of the Stamford Museum and Nature Center. The first time you hear it, don't write anything. Just listen.

2.情景

Hello. And welcome to the. Stamford Museum and Nature Center. I'm your tour guide, Lisa Hom. Before we begin our tour, let me tell you a little about the history of the museum. It celebrated its fiftieth birthday in 1986. The founder was Dr. G. R. Hertzberg, a prominent Stamford surgeon. If Dr. Hertzberg hadn't been involved, the museum would have been just a collection. What started as three rooms in a downtown office building has grown to five buildings on eighty acres in the northern part of the city. Now if you just follow me, the tour will begin.
Now take your pencil and a piece of paper and get ready to write. When you hear the tour guide again, write down the most important things she says. Don't write every word, though, just the important details. There will be some pauses for you to write. All right. Let's begin.
Hello. And welcome to the Stamford Museum and Nature Center. I'm your tour guide, Lisa Horn.
Before we begin our tour, let me tell you a little about the history of the museum. It celebrated its fiftieth birthday in 1986.
The founder was Dr. G. R. Hertzberg, a prominent Stamford surgeon.
If Dr. Hertzberg hadn't been involved, the museum would have been just a collection.
What started as three rooms in a downtown office building has grown to five buildings on eighty acres in the northern part of the city.  Now if you just follow me, the tour will begin.   

3.练习
Now use your paper to answer these questions. These are short questions.
Question One.  What is the tour guide's name?    Lisa Horn.   
Question Two.  In what year did the museum celebrate its fiftieth birthday?  In 1986.
Question Three.  What was the name of the man who founded it?  Dr. G. R. Hertzberg.   
Question Four.    What was Dr. Hertzberg's profession?    He was a surgeon. 
Question Five.    If Dr. Hertzberg hadn't been involved, what would the museum have been? Just a collection.   
Question Six.  How many rooms did the museum start out with?  Three.   
Question Seven.  Where were the rooms located?    In a downtown office building.   
Question Eight.    How many buildings are there now?  Five.   
Question Nine.  How many acres are there now?    Eighty.
Question Ten.    Where is the museum located? In the northern part of the city.   

This is the end of Review Two.

一、基本词组

1.He/She... said ...

give a report on ..., the name of ...,

Welcome to Lesson Seven.
Jake is giving a report on teachers.
You will hear the name of
a famous American university mentioned.
How do you spell the name of this university?
Listen carefully to the report.


be about to..., be trying to ...,  choose teaching as a career, see people come alive

Good evening.
I'm Jake Seltzer
and this is "Hello America."
Tonight, a report on teachers . . .
These young people are about to
become teachers.
But there are not enough of them.
Experts are trying to
convince young people like these
to choose teaching as a career. . .
Professor Marvin Bressler of Princeton University said
it was an enormous privilege to be a teacher.
It is an enormous privilege to be a teacher
and to see people come alive
from time to time.
OK. How do you spell the name of the university
mentioned in this report?
P-r-i-n-c-e-t-o-n.


He said it was...

Now listen and repeat.

an enormous privilege
it was an enormous privilege
it was an enormous privilege
to be a teacher
He said
it was an enormous privilege
to be a teacher.
He said
it was an enormous privilege
to be a teacher.


It's...          He said it was...
We'll ...      She said we would...

Now you hear. . .
It's an enormous privilege to be a teacher. 
And you say. . .
He said
it was an enormous privilege to be a teacher.
You hear. . .
We'll need many new teachers.
And you say. . .
She said
we would need many  new teachers.
All right? Let's begin.


It's...          He said it was...
We'll ...      She said we would...
Sb. can...  He said sb could...
(注意时态的变化)
：

It's an enormous privilege to be a teacher. 
She said
it was an enormous privilege to be a teacher.
We'll need many new teachers. 
She said
we would need many new teachers.
Many communities are looking for teachers
right now.
She said
many communities were looking for teachers
right now.
Young people can make a difference in creating a better world. 
He said
young people could make a difference in creating a better  world. 
Good schools depend on good teachers. 
He said
good schools depended on good teachers.
Teaching isn't easy,
but it can be the most rewarding job in the world.
He said
teaching wasn't easy,
but it could be the most rewarding job in the world.
This exercise is almost over.
They said
this exercise was almost over.

2.be going to ...

be about to..., go on the air

In fact, it is over.
The next exercise is about to
begin.
First, let's listen to Steven and Rita.
"Murder at Midnight" is about to
go on the air.
Why does Rita want to watch "Murder at Midnight"?
Listen carefully for the answer.


I'd like you to ..., be about to...(watch / leave), be in a hurry, take a minute,

Excuse me, Rita.
Detective Modine is here.
I'd like you to talk to him.
Tell him what you know.
Sorry, Steven. I'm about to
watch "Murder at Midnight."
I want to check the makeup.
I did something a little different.
Terry wants me to . . .
Can it wait?
Detective Modine is in a hurry;
he's about to leave.
It'll only take a minute.
Oh, all right. . .
but I really can't tell him anything
he probably doesn't already know.
OK. Why does Rita want to
watch "Murder at Midnight"?
She wants to check the makeup.

Now listen and repeat.

go on the air
about to go on the air
"Murder at Midnight" is about to
go on the air.
"Murder at Midnight" is about to
go on the air. .

"Murder at Midnight"
I'm about to
watch "Murder at Midnight. "
I'm about to
watch "Murder at Midnight. "


be about to... = be going to ...

Something
that is about to happen
is ready
and going to happen
in a very short time.
Let's practice this expression.
You hear. . .
"Murder at Midnight" is going on the air
in two minutes.
And you say. . ."Murder at Midnight" is about to
go on the air.
You hear. . .  Detective Modine is in a hurry;
he's going to leave.
And you say. . . Detective Modine is in a hurry;
he's about to leave.
And we're about to begin.
Are you ready? Here we go.


be going to ...
：
is going on the air in two minutes = is about to go on the air
is going to leave = is about to leave
is ready to slove = is about to solve
will be retiring soon = are about to retire
are ready to become / end = are about to become / end


"Murder at Midnight" is going on the air
in two minutes.
"Murder at Midnight" is about to go on the air.
Detective Modine is in a hurry;
he's going to leave.
Detective Modine is in a hurry;
he's about to leave.
Is he ready to solve the mystery at WEFL?
Is he about to solve the mystery at WEFL?
Many teachers will be retiring soon.
Many teachers are about to retire.
These young people are ready to
become new teachers.
These young people are about to
become new teachers.
Are we ready to end this exercise?
Are we about to end this exercise?
I was just going to ask the same question.
I was just about to ask the same question.

3.... told ... that ...

Now let's listen to
some more of Jake's report on teachers.
Who said that
we would need 1.4 million new teachers
by the end of the decade?
Listen carefully for the answer.


... told... that ... could make ..., According to ... , make a difference in helping to ...

Alan Guskin told the audience that
young people could make a difference.
The message he left behind
was that
young people could make a difference in helping to
create a better and more peaceful world.
Many teachers will be retiring soon.
There are not enough young teachers
to replace them.
According to Mary Futrell,
we will need 1.4 million new teachers.
OK. Who said
we would need1.4 million new teachers
by the end ofthe decade?
Mary Futrell.

Now listen and repeat.

make a difference
young people could make a difference
Alan Guskin told the audience
Alan Guskin told the audience that
young people could make a difference.
Alan Guskin told the audience that
young people could make a difference.


... told ... that ... could / would ... :

Now you hear. . .
"Young people can make a difference,"
Alan Guskin said to the audience.
And you say. . .
He told the audience that
young people could make a difference.
You hear. . .
"Every community in the country
will be looking for new teachers,"
Mary said to the reporter.
And you say. . .
She told the reporter that
every community in the country
would be looking for new teachers.
OK? Let's begin.


... told ... that ...
:
... told ... that ... could make...
... told ... that ... would be looking for...
... told ... that ... could be a teacher
... told ... that we were the hope....
... told ... that he was old...
... told ... that they were the ones...
... told ... that we could do it

"Young people can make a difference,"
Alan Guskin said to the audience.
He told the audience that
young people could make a difference.
"Every community in the country
will be looking for new teachers,"
Mary said to the reporter.
She told the reporter that
every community in the country would be looking for new teachers.
"Not everyone can be a teacher,"
he said to me.
He told me that
not everyone could be a teacher.
"You are the hope for the future,"
the President said to us.
He told us that
we were the hope for the future.
"I am old and about to retire,"
he said to the class.
He told the class that
he was old and about to retire.
"You are the ones
who will have to face these problems,"
he said to the new teachers.
He told the new teachers that
they were the ones
who would have to face these problems.
"If you try hard, you can do it,"
he said to us.
He told us that
if we tried hard,
we could do it.

And that's the end of Lesson Seven.

二、基本句子


1.He said it was an enormous privilege to be a teacher.
　：

He said it was an enormous privilege to be a teacher.

It's an enormous privilege to be a teacher.  She said it was an enormous privilege to be a teacher.
We'll need many new teachers.  She said we would need many new teachers.
Many communities are looking for teachers right now. She said many communities were looking for teachers right now.
Young people can make a difference in creating a better world.  He said young people could make a difference in creating a better  world. 
Good schools depend on good teachers.  He said good schools depended on good teachers.
Teaching isn't easy, but it can be the most rewarding job in the world. He said teaching wasn't easy, but it could be the most rewarding job in the world.
This exercise is almost over. They said this exercise was almost over.

2."Murder at Midnight" is about to go on the air.
I'm about to watch "Murder at Midnight. "
　：

"Murder at Midnight" is about to go on the air.
I'm about to watch "Murder at Midnight. "

"Murder at Midnight" is going on the air in two minutes. "Murder at Midnight" is about to go on the air.
Detective Modine is in a hurry; he's going to leave. Detective Modine is in a hurry; he's about to leave.
Is he ready to solve the mystery at WEFL? Is he about to solve the mystery at WEFL?
Many teachers will be retiring soon. Many teachers are about to retire.
These young people are ready to become new teachers. These young people are about to become new teachers.
Are we ready to end this exercise? Are we about to end this exercise?
I was just going to ask the same question. I was just about to ask the same question.

3.Alan Guskin told the audience that young people could make a difference.
　：

"Young people can make a difference," Alan Guskin said to the audience. He told the audience that young people could make a difference.
"Every community in the country will be looking for new teachers," Mary said to the reporter. She told the reporter that every community in the country would be looking for new teachers.
"Not everyone can be a teacher," he said to me. He told me that not everyone could be a teacher.
"You are the hope for the future," the President said to us. He told us that we were the hope for the future.
"I am old and about to retire," he said to the class. He told the class that he was old and about to retire.
"You are the ones who will have to face these problems," he said to the new teachers. He told the new teachers that they were the ones who would have to face these problems.
"If you try hard, you can do it," he said to us. He told us that if we tried hard, we could do it.

And that's the end of Lesson Seven.

三、基本场景

（一）场景学习

1.引导语

Welcome to Lesson Seven. Jake is giving a report on teachers. You will hear the name of a famous American university mentioned. How do you spell the name of this university? Listen carefully to the report.

2.情景

Good evening. I'm Jake Seltzer and this is "Hello America." Tonight, a report on teachers . . . These young people are about to become teachers. But there are not enough of them. Experts are trying to convince young people like these to choose teaching as a career. . . Professor Marvin Bressler of Princeton University said it was an enormous privilege to be a teacher. It is an enormous privilege to be a teacher and to see people come alive from time to time.
OK. How do you spell the name of the university mentioned in this report? P-r-i-n-c-e-t-o-n.

3.学习

Now listen and repeat.

an enormous privilege
it was an enormous privilege
it was an enormous privilege to be a teacher
He said it was an enormous privilege to be a teacher.
He said it was an enormous privilege to be a teacher.

4.引导学习

Now you hear. . . It's an enormous privilege to be a teacher.  And you say. . .He said it was an enormous privilege to be a teacher.You hear. . . We'll need many new teachers. And you say. . . She said we would need many  new teachers. All right? Let's begin.

5.练习

It's an enormous privilege to be a teacher.  She said it was an enormous privilege to be a teacher.
We'll need many new teachers.  She said we would need many new teachers.
Many communities are looking for teachers right now. She said many communities were looking for teachers right now.
Young people can make a difference in creating a better world.  He said young people could make a difference in creating a better  world. 
Good schools depend on good teachers.  He said good schools depended on good teachers.
Teaching isn't easy, but it can be the most rewarding job in the world. He said teaching wasn't easy, but it could be the most rewarding job in the world.
This exercise is almost over. They said this exercise was almost over.

（二）场景学习

1.引导语

In fact, it is over. The next exercise is about to begin. First, let's listen to Steven and Rita. "Murder at Midnight" is about to go on the air. Why does Rita want to watch "Murder at Midnight"? Listen carefully for the answer.

2.情景

Excuse me, Rita. Detective Modine is here. I'd like you to talk to him. Tell him what you know. Sorry, Steven. I'm about to watch "Murder at Midnight." I want to check the makeup. I did something a little different. Terry wants me to . . .Can it wait? Detective Modine is in a hurry; he's about to leave. It'll only take a minute. Oh, all right. . . but I really can't tell him anything he probably doesn't already know. OK. Why does Rita want to watch "Murder at Midnight"? She wants to check the makeup.

3.学习

Now listen and repeat.

go on the air
about to go on the air
"Murder at Midnight" is about to go on the air.
"Murder at Midnight" is about to go on the air. .

"Murder at Midnight"
I'm about to watch "Murder at Midnight. "
I'm about to watch "Murder at Midnight. "

4.引导学习

Something that is about to happen is ready and going to happen in a very short time. Let's practice this expression.You hear. . ."Murder at Midnight" is going on the air in two minutes. And you say. . ."Murder at Midnight" is about to go on the air. You hear. . .  Detective Modine is in a hurry; he's going to leave. And you say. . . Detective Modine is in a hurry; he's about to leave. And we're about to begin. Are you ready? Here we go.

5.练习

"Murder at Midnight" is going on the air in two minutes. "Murder at Midnight" is about to go on the air.
Detective Modine is in a hurry; he's going to leave. Detective Modine is in a hurry; he's about to leave.
Is he ready to solve the mystery at WEFL? Is he about to solve the mystery at WEFL?
Many teachers will be retiring soon. Many teachers are about to retire.
These young people are ready to become new teachers. These young people are about to become new teachers.
Are we ready to end this exercise? Are we about to end this exercise?
I was just going to ask the same question. I was just about to ask the same question.

（三）场景学习

1.引导语

Now let's listen to some more of Jake's report on teachers. Who said that we would need 1.4 million new teachers by the end of the decade? Listen carefully for the answer.

2.情景

Alan Guskin told the audience that young people could make a difference. The message he left behind was that young people could make a difference in helping to create a better and more peaceful world. Many teachers will be retiring soon. There are not enough young teachers to replace them. According to Mary Futrell, we will need 1.4 million new teachers.
OK. Who said we would need1.4 million new teachers by the end ofthe decade? Mary Futrell.

3.学习

Now listen and repeat.

make a difference
young people could make a difference
Alan Guskin told the audience
Alan Guskin told the audience that young people could make a difference.
Alan Guskin told the audience that young people could make a difference.

4.引导学习

Now you hear. . . "Young people can make a difference," Alan Guskin said to the audience. And you say. . . He told the audience that young people could make a difference. You hear. . . "Every community in the country will be looking for new teachers," Mary said to the reporter. And you say. . . She told the reporter that every community in the country would be looking for new teachers.
OK? Let's begin.

5.练习

"Young people can make a difference," Alan Guskin said to the audience. He told the audience that young people could make a difference.
"Every community in the country will be looking for new teachers," Mary said to the reporter. She told the reporter that every community in the country would be looking for new teachers.
"Not everyone can be a teacher," he said to me. He told me that not everyone could be a teacher.
"You are the hope for the future," the President said to us. He told us that we were the hope for the future.
"I am old and about to retire," he said to the class. He told the class that he was old and about to retire.
"You are the ones who will have to face these problems," he said to the new teachers. He told the new teachers that they were the ones who would have to face these problems.
"If you try hard, you can do it," he said to us. He told us that if we tried hard, we could do it.

And that's the end of Lesson Seven.

一、基本词组
　singular countable items：Which one do you want?  a / an / one...
　plural countable items：Which ones do you want?  some...
　佐料：marinara sauce, oil, (a lot of) garlic, (a little) red pepper, (a little) Salt, (white) onions, basil, carrots, tomato paste, ripe tomatoes
　Countable items:    How many... do you need?
　：tomatoes, onions, carrots
　Uncountable items: How much... do you need?
　：iol, garlic, red pepper, salt, fresh basil , tomato paste


1.twelve months：

a winter month, a summer month

Lesson Three. Hello, Sam.
You need a piece of paper
and a pencil
for this lesson.
Now let's say all twelve months.

Listen and repeat.

January
February
March
April
May
June
July
August
September
October
November
December

Here are some questions
for you, Sam.
What month is it now?
Name a winter month.
How about a summer month?
What's your favorite month, Sam?Really?


2.singular countable items：Which one do you want?  a / an / one...
plural countable items：Which ones do you want?  some...
　：

make dinner for sb., Whick one(s) do you want? How many do you want?

John is making dinner for Susan. Just listen.
I need some onions, Susan.
They're over there, I think.
Which ones do you want?
Those small white ones. . .
over there.
Oh, I see them.
How many do you want?
Three or four. Thanks.
Mmmm! Smells delicious!
It's my special marinara sauce.


some onions, Which ones
an onion, which one
：

Now some pronunciation practice.
Listen and repeat.

I need some
I need some onions.
Which ones   
do you want
Which ones
do you want?

I need an onion.
which one   
Which one
do you want?


I say, "I need some onions."
And you say. . . 
Which ones do you want?
I say, "I need an onion."
And you say. . . 
Which one do you want?
It's easy, Sam.
But remember the rule about
singular and plural countable items.
Ready? Let's go.


singular countable items：Which one do you want?  Give me a / an / one...
plural countable items：Which ones do you want?  some...

I need some onions.
Which ones do you want?
I need an onion.
Which one do you want?
I'd like an apple, please.
Which one do you want?
I'd like some of those tomatoes, please.
Which ones do you want?
Give me a banana, please. 
Which one do you want?
Give me one of those peaches,please.
Which one do you want?
Can I have a cookie?
Which one do you want?

3.佐料：marinara sauce, oil, (a lot of) garlic, (a little) red pepper, (a little) Salt, (white) onions, basil, carrots, tomato paste, ripe tomatoes
Countable items:    How many... do you need?
：tomatoes, onions, carrots
Uncountable items: How much... do you need?
：iol, garlic, red pepper, salt, fresh basil , tomato paste

ingredients, marinara sauce

That was easy, wasn't it?
Now, take
a pencil and a piece of paper,
Sam.Ready?
Here's the list of
ingredients you need
for John's special marinara sauce.
Write the list. OK? Let's begin.

You need oil, good oil.
Oil. OK.
Garlic, a lot of garlic.
It's good for you.
OK, you need a lot of garlic.
And then?
Red pepper.
Why red pepper?
Red pepper's hot.
You need just a little.
OK. Oil, garlic, red pepper.
What else?
Salt. But just a little.
It's bad for you.
Salt. OK.
Then onions, white onions. 
Excuse me, Sam.
How do you spell onions?
That's o-n-i-o-n-s.
Thanks, Sam.
Then you need basil, fresh basil.
Fresh b-a-s-i-l, basil. And? 
Carrots.
Carrots. Yes. What else?
After carrots comes tomato paste.
Good Italian tomato paste.
OK, tomato paste.
Then you need tomatoes.
Fresh, ripe tomatoes in season.
Just a minute. . .
t-o-m-a-t-o-e-s, tomatoes. Then?
That's all.
Oil, garlic, red pepper, salt, onions, fresh basil, carrots, tomato paste, and ripe tomatoes.
But wait a minute!
We don't know
how many tomatoes John needs
or how much oil.


three tablespoons of ...
Countable items:    How many... do you need?
：tomatoes, onions, carrots
Uncountable items: How much... do you need?
：iol, garlic, red pepper, salt, fresh basil , tomato paste

Sam! You ask John
"How much" and "How many."
I say, "OiL"
And you say. ..
How much oil do you need, John?
I say, "Tomatoes."
And you say. ..
How many tomatoes do you need, John?
Remember the difference
between countable and uncountable items.
Are you ready? Let's begin.

Oil. How much oil
do you need, John?
You need three tablespoons of oil.
Garlic. How much garlic
do you need, John?
You need four tablespoons of garlic.
Red pepper.  How much red pepper
do you need, John?
Just one teaspoon.
Salt. How much salt
do you need, John? 
Again, one teaspoon.
Onions. How many onions
do you need, John?
You need three small white onions.
Fresh basil. How much fresh basil
do you need, John?
Three tablespoons.
Carrots. How many carrots
do you need, John?
You need one carrot.
Tomato paste. How much tomato paste
do you need, John?
Just one can.
Tomatoes. How many tomatoes
do you need, John?
Four ripe tomatoes.

That was great, Sam.
Now you too can make John's special marinara sauce.
But what about the spaghetti, John?
How do you make the spaghetti?
Oh, you can buy the spaghetti
at the supermarket.
Thanks, John.
That's all, Sam.

And this is the end of Lesson Three.

二、基本句子：

1.
January
February
March
April
May
June
July
August
September
October
November
December

2.I need some onions.Which ones do you want?
　I need an onion. Which one do you want?
　：

I need some onions.Which ones do you want?
I need an onion. Which one do you want?

I need some onions. Which ones do you want?
I need an onion. Which one do you want?
I'd like an apple, please. Which one do you want?
I'd like some of those tomatoes, please. Which ones do you want?
Give me a banana, please.  Which one do you want?
Give me one of those peaches,please. Which one do you want?
Can I have a cookie? Which one do you want?

3.How much oil do you need?
　How many onions do you need?
　：

Oil. How much oil do you need, John? You need three tablespoons of oil.
Garlic. How much garlic do you need, John? You need four tablespoons of garlic.
Red pepper.  How much red pepper do you need, John? Just one teaspoon.
Salt. How much salt do you need, John?  Again, one teaspoon.
Onions. How many onions do you need, John? You need three small white onions.
Fresh basil. How much fresh basil do you need, John? Three tablespoons.
Carrots. How many carrots do you need, John? You need one carrot.
Tomato paste. How much tomato paste do you need, John? Just one can.
Tomatoes. How many tomatoes do you need, John? Four ripe tomatoes.

三、基本场景

（一）场景学习

1.引导语

Lesson Three. Hello, Sam. You need a piece of paper and a pencil for this lesson. Now let's say all twelve months.

2.学习

Listen and repeat.

January
February
March
April
May
June
July
August
September
October
November
December

3.问题

Here are some questions for you, Sam. What month is it now? Name a winter month. How about a summer month? What's your favorite month, Sam?Really?

（二）场景学习

1.引导语

John is making dinner for Susan. Just listen.

2.情景

I need some onions, Susan. They're over there, I think. Which ones do you want? Those small white ones. . . over there.Oh, I see them. How many do you want? Three or four. Thanks. Mmmm! Smells delicious! It's my special marinara sauce.

3.学习

Now some pronunciation practice. Listen and repeat.

I need some
I need some onions.
Which ones   
do you want
Which ones do you want?

I need an onion.
which one   
Which one do you want?

4.引导学习

I say, "I need some onions." And you say. . .  Which ones do you want? I say, "I need an onion." And
you say. . .  Which one do you want? It's easy, Sam. But remember the rule about singular and plural countable items. Ready? Let's go.

5.练习

I need some onions. Which ones do you want?
I need an onion. Which one do you want?
I'd like an apple, please. Which one do you want?
I'd like some of those tomatoes, please. Which ones do you want?
Give me a banana, please.  Which one do you want?
Give me one of those peaches,please. Which one do you want?
Can I have a cookie? Which one do you want?

（三）场景学习

1.引导语

That was easy, wasn't it?Now, take a pencil and a piece of paper, Sam.Ready? Here's the list of ingredients you need for John's special marinara sauce. Write the list. OK? Let's begin.

2.情景

You need oil, good oil. Oil. OK. Garlic, a lot of garlic. It's good for you. OK, you need a lot of garlic. And then? Red pepper.Why red pepper? Red pepper's hot. You need just a little. OK. Oil, garlic, red pepper. What else? Salt. But just a little. It's bad for you. Salt. OK. Then onions, white onions.  Excuse me, Sam. How do you spell onions? That's o-n-i-o-n-s. Thanks, Sam. Then you need basil, fresh basil. Fresh b-a-s-i-l, basil. And?  Carrots. Carrots. Yes. What else? After carrots comes tomato paste. Good Italian tomato paste. OK, tomato paste. Then you need tomatoes. Fresh, ripe tomatoes in season. Just a minute. . . t-o-m-a-t-o-e-s, tomatoes. Then? That's all. Oil, garlic, red pepper, salt, onions, fresh basil, carrots, tomato paste, and ripe tomatoes. But wait a minute! We don't know how many tomatoes John needs or how much oil.

3.引导学习

Sam! You ask John "How much" and "How many." I say, "OiL" And you say. .. How much oil do you need, John? I say, "Tomatoes." And you say. .. How many tomatges do you need, John? Remember the difference between countable and uncountable items. Are you ready? Let's begin.

4.练习

Oil. How much oil do you need, John? You need three tablespoons of oil.
Garlic. How much garlic do you need, John? You need four tablespoons of garlic.
Red pepper.  How much red pepper do you need, John? Just one teaspoon.
Salt. How much salt do you need, John?  Again, one teaspoon.
Onions. How many onions do you need, John? You need three small white onions.
Fresh basil. How much fresh basil do you need, John? Three tablespoons.
Carrots. How many carrots do you need, John? You need one carrot.
Tomato paste. How much tomato paste do you need, John? Just one can.
Tomatoes. How many tomatoes do you need, John? Four ripe tomatoes.

That was great, Sam. Now you too can make John's special marinara sauce. But what about the spaghetti, John? How do you make the spaghetti? Oh, you can buy the spaghetti at the supermarket. Thanks, John. That's all, Sam.

And this is the end of Lesson Three.

今天又看了孙老师的压码听懂帖子，对这个方法的理解又进了一步。一篇文章听完之后，不仅是每句话理解，更重要的是全文记住了多少，理解了多少。

今天早上还和我老公说，要是哪天，听着新概念的3、4册，听完后就完全理解了，那该多好。我还需要努力。

这几天，我开始坚持手写学习日记，内容是将前一天已经学习过的文章再听一遍，边听边记，然后不听语音，手写基本词组、基本句子，并自己组一些句子进行练习。
发现这个方法能增强自己对文章的理解力。只不过写一课下来，要将近1个小时。

一、基本词组

1.两个连续问句，the first short answer is always "yes," and the second short answer is always "no."

try to, find out, work out

Welcome to Lesson Eight.
Detective Modine is trying to
find out
what Jake knows about
the problems at WEFL.
Why isn't the interview
working out?
Listen carefully for the answer.


Do you think...?, Do you know...?  Yes, I do, and no, I don't.

Do you think
someone is sabotaging the station deliberately?
Yes, I do.
Do you know who it is?
No, not yet.
Have you interviewed other people
at the station?
Yes, I have.
This isn't working out, Jake.
Why? I'll ask the questions,
if you don't mind.
OK. Shoot.
Do you think someone is sabotaging the station deliberately?
Do you know who it is?
Yes, I do, and no, I don't.
OK. Why does Detective Modine think
the interview with Jake
isn't working out?
Because Jake is asking all the questions.

Now listen and repeat.

yes, I do
no, I don't
Yes, I do, and no, I don't.
Yes, I do, and no, I don't.

Now you hear. . .
Do you think
someone is sabotaging the station
deliberately?
Do you know who it is?
And you say . . .
Yes, I do, and no, I don't.
You hear. . .
Have you interviewed
other people at the station?
Did they give you any information?
And you say. . .
Yes, I have, and no, they didn't.
Notice that
the first short answer is always "yes,"
and the second short answer is always "no."
All right. Let's go.


Do you think...? Do you know...? Yes, I do, and no, I don't.
Have you interviewed...? Did the give you...? Yes, I have, and no, they don't.
Will you ...? Would you like to...? Yes, I will, and no, I wouldn't.
Did you know...? Can he build...? Yes, I did, and no, he can't.
Could I get you ...? Would you like ...? Yes, you could, and no, I wouldn't.
Had you heard of ...? Will you ...?  Yes, I had, and no, I won't.
Is this interview over? Are there ...?  Yes, it is, and no, there aren't.

Do you think
someone is sabotaging the station deliberately?
Do you know who it is?
Yes, I do, and no, I don't.
Have you interviewed other people at the station?
Did they give you any information?
Yes, I have, and no, they didn't.
Will you be talking to Thomas Ames?
Would you like to see my interview with him?
Yes, I will, and no, I wouldn't.
Did you know
he owns land next to the Nature Center?
Can he build apartments there?
Yes, I did, and no, he can't.
Well, that's good to hear.
Could I get you something to drink?
Would you like something to eat?
Yes, you could, and no, I wouldn't.
Had you heard of Thomas Ames
before you started this investigation?
Will you be asking him about Mirage Realty? 
Yes, I had, and no, I won't.
Is this interview over?
Are there any more questions? 
Yes, it is, and no, there aren't.

2."Do you think...?"he asked me.    = He asked me if I thought...

the interview with , in the cafeteria

After the interview with Detective Modine,
Jake meets Chris
in the cafeteria.
She has a lot of questions.
Does she ask him
if Detective Modine is a nice guy?
Listen carefully for the answer.


go with sb., seem like..., as much as , He asked me if I thought....?

Well, how did it go with Detective Modine?
It went OK.
He seems like a nice guy.
He only asked me a few questions.
I don't think
he knows much yet.
We probably know
as much as
he does.
What kind of questions did he ask? 
He asked me
if I thought
someone was sabotaging the station deliberately.
And what did you say?
I told him yes. It's obvious, isn't it?
He thinks so too.
Does he have any idea
who it is?
I don't know.
He asked me
if I had any idea
who it was.
And what did you say?
I told him that
it was probably a woman,
a woman with a twisted ankle.
Oh, come on, Jake.
You didn't say that.
OK. Did Chris ask Jake
if Detective Modine was a nice guy?
No, she didn't.

Now listen and repeat.

sabotaging the station
someone was sabotaging the station deliberately
if I thought
someone was sabotaging the station deliberately
He asked me
if I thought
someone was sabotaging the station deliberately.
He asked me
if I thought
someone was sabotaging the station deliberately.


"Do you think...?"he asked me.    = He asked me if I thought...
"Do you have...?"he asked me.    = He asked me if I had...

Now you hear. . .
"Do you think
someone is sabotaging the station deliberately?"
he asked me.
And you say. . .
He asked me
if I thought
someone was sabotaging the station deliberately.
You hear. .
."Do you have any idea who it is?"
he asked me.
And you say. . .
He asked me
if I had any idea
who it was.
OK? Here we go.


"Do you think...?"he asked me.    = He asked me if I thought...
"Do you have...?"he asked me.    = He asked me if I had...
"Can you give me ...?" he asked us.  = He asked us if we could give him ....
"Is Rita still upset about ...?" he asked her.  = He asked her if Rita was still upset about ....
"Are you going to ....?" I asked her.  = I asked her if she was going to ....
"Will Roger ....?" he asked them.  = He asked them if Roger would ...
" Can we stop now?" they asked me.  = They asked me if they could stop now.

"Do you think
someone is sabotaging the station deliberately?"
he asked me.
He asked me
if I thought
someone was sabotaging the station deliberately.
"Do you have any idea who it is?"
he asked me.
He asked me
if I had any idea
who it was.
"Can you give me some names?"
he asked us.
He asked us
if we could give him some names.
"Is Rita still upset about retiring?"
he asked her.
He asked her
if Rita was still upset about retiring.
"Are you going to run away with Terry?"
I asked her.
I asked her
if she was going to run away with Terry.
"Will Roger help find out what's going on?"
he asked them.
He asked them
if Roger would help find out what was going on.
" Can we stop now?"
they asked me.
They asked me
if they could stop now.

3.Steven says that...  = According to Steven...
I say... = According to me...

One more exercise,
and then you can stop.
Chris is talking to Mike.
Has Mike had his interwiew with
Detective Mofine yet?
Listen carfully for the answer.


According to sb,

Has Detective Modine interview you yet ,Mike?
Do  you know anything about him?
According to Steven,
he's the best detective in Stamford.
He's very clever.
Jake said
he was a nice guy.
I wonder
what he's like.
I haven't met him yet.
Rita thinks
he's really handsome.
Don't pay any attention to Rita,
Accoeding to her,
even I'm handsome.
Well...I think
you're kind of cute too.
OK. Has Mike and his interview with Detective Modine yet?
No, he hasn't.

Now listen and repeat.

the best detective in Stamford
he's the best detective in Stamford.
According to Steven,
he's the best detective in Stamford.
According to Steven,
he's the best detective in Stamford.

even I'm handsome.
According to Rita,
even I'm handsome.
According to Rita,
even I'm handsome.


Steven says that...  = According to Steven...
I say... = According to me...

Now I say,
" Steven says that
he's the best detective in Stamfoed."
And you say...
According to Steven ,
he's the best detective  in Stamford.
I say,
" Rita thinks even I'm handsome."
And you say...
According to Rita,
even I'm handsome.
All right. Let's begin.


Steven says that...  = According to Steven...
I say... = According to me...
Jake says that .... = According to Jake , ...
Both of them think ... =  According to both of them, ...
We say ... = According to us, ....
I think .... = According to me , ....


Steven says that
he's the best detective in Stamford.
According to Steven ,
he's the best detective in Stamford.
Rita thinks
even I'm handsome.
According to Rita ,
even I'm handsome.
Jake says that
Detective Modine is a nice guy.
According to Jake ,
Detective Modine is a nice guy.
Both of them think
there's a connection with Thomas Ames.
According to both of them, there's a
connection with Thonas Ames.
We say
the glove is the key to
solving the mystery.
According to us,
the glovr is the key to
silving the mestery.
I think this lesson is over.
According to me ,
this lesson is over.

Yes, it is ,
This is the end of Lesson Eight.

二、基本句子：

1.Yes, I do, and no, I don't.
　：

Do you think someone is sabotaging the station deliberately? Do you know who it is? Yes, I do, and no, I don't.
Have you interviewed other people at the station? Did they give you any information? Yes, I have, and no, they didn't.
Will you be talking to Thomas Ames? Would you like to see my interview with him? Yes, I will, and no, I wouldn't.
Did you know he owns land next to the Nature Center? Can he build apartments there? Yes, I did, and no, he can't.
Well, that's good to hear. Could I get you something to drink? Would you like something to eat? Yes, you could, and no, I wouldn't.
Had you heard of Thomas Ames before you started this investigation? Will you be asking him about Mirage Realty?  Yes, I had, and no, I won't.
Is this interview over? Are there any more questions?  Yes, it is, and no, there aren't.

2.He asked me if I thought someone was sabotaging the station deliberately.
　：

He asked me if I thought someone was sabotaging the station deliberately.

"Do you think someone is sabotaging the station deliberately?" he asked me. He asked me if I thought someone was sabotaging the station deliberately.
"Do you have any idea who it is?" he asked me. He asked me if I had any idea who it was.
"Can you give me some names?" he asked us. He asked us if we could give him some names.
"Is Rita still upset about retiring?" he asked her. He asked her if Rita was still upset about retiring.
"Are you going to run away with Terry?" I asked her. I asked her if she was going to run away with Terry.
"Will Roger help find out what's going on?" he asked them. He asked them if Roger would help find out what was going on.
" Can we stop now?" they asked me. They asked me if they could stop now.

3.According to Steven, he's the best detective in Stamford.
　According to Rita, even I'm handsome.
　：

According to Steven, he's the best detective in Stamford.
According to Rita, even I'm handsome.

Steven says that he's the best detective in Stamford. According to Steven , he's the best detective in Stamford.
Rita thinks even I'm handsome. According to Rita ,even I'm handsome.
Jake says that Detective Modine is a nice guy. According to Jake , Detective Modine is a nice guy.
Both of them think there's a connection with Thomas Ames. According to both of them, there's a
connection with Thonas Ames.
We say the glove is the key to solving the mystery. According to us, the glovr is the key to silving the mestery.
I think this lesson is over. According to me , this lesson is over.

三、基本场景

（一）场景学习

1.引导语

Welcome to Lesson Eight. Detective Modine is trying to find out what Jake knows about the problems at WEFL. Why isn't the interview working out? Listen carefully for the answer.

2.情景

Do you think someone is sabotaging the station deliberately? Yes, I do. Do you know who it is? No, not yet. Have you interviewed other people at the station? Yes, I have. This isn't working out, Jake. Why? I'll ask the questions, if you don't mind. OK. Shoot. Do you think someone is sabotaging the station deliberately? Do you know who it is? Yes, I do, and no, I don't.
OK. Why does Detective Modine think the interview with Jake isn't working out? Because Jake is asking all the questions.

3.学习

Now listen and repeat.

yes, I do
no, I don't
Yes, I do, and no, I don't.
Yes, I do, and no, I don't.

4.引导学习

Now you hear. . .Do you think someone is sabotaging the station deliberately? Do you know who it is? And you say . . . Yes, I do, and no, I don't. You hear. . . Have you interviewed other people at the station? Did they give you any information? And you say. . .Yes, I have, and no, they didn't. Notice that the first short answer is always "yes," and the second short answer is always "no." All right. Let's go.

5.练习

Do you think someone is sabotaging the station deliberately? Do you know who it is? Yes, I do, and no, I don't.
Have you interviewed other people at the station? Did they give you any information? Yes, I have, and no, they didn't.
Will you be talking to Thomas Ames? Would you like to see my interview with him? Yes, I will, and no, I wouldn't.
Did you know he owns land next to the Nature Center? Can he build apartments there? Yes, I did, and no, he can't.
Well, that's good to hear. Could I get you something to drink? Would you like something to eat? Yes, you could, and no, I wouldn't.
Had you heard of Thomas Ames before you started this investigation? Will you be asking him about Mirage Realty?  Yes, I had, and no, I won't.
Is this interview over? Are there any more questions?  Yes, it is, and no, there aren't.

（二）场景学习

1.引导语

After the interview with Detective Modine, Jake meets Chris in the cafeteria. She has a lot of questions. Does she ask him if Detective Modine is a nice guy? Listen carefully for the answer.

2.情景

Well, how did it go with Detective Modine? It went OK. He seems like a nice guy. He only asked me a few questions. I don't think he knows much yet. We probably know as much as he does. What kind of questions did he ask?  He asked me if I thought someone was sabotaging the station deliberately. And what did you say? I told him yes. It's obvious, isn't it? He thinks so too. Does he have any idea who it is? I don't know. He asked me if I had any idea who it was. And what did you say? I told him that it was probably a woman, a woman with a twisted ankle. Oh, come on, Jake. You didn't say that.
OK. Did Chris ask Jake if Detective Modine was a nice guy? No, she didn't.

3.学习

Now listen and repeat.

sabotaging the station
someone was sabotaging the station deliberately
if I thought someone was sabotaging the station deliberately
He asked me if I thought someone was sabotaging the station deliberately.
He asked me if I thought someone was sabotaging the station deliberately.

4.引导学习

Now you hear. . ."Do you think someone is sabotaging the station deliberately?" he asked me. And you say. . . He asked me if I thought someone was sabotaging the station deliberately. You hear. . ."Do you have any idea who it is?" he asked me. And you say. . .He asked me if I had any idea who it was.OK? Here we go.

5.练习

"Do you think someone is sabotaging the station deliberately?" he asked me. He asked me if I thought someone was sabotaging the station deliberately.
"Do you have any idea who it is?" he asked me. He asked me if I had any idea who it was.
"Can you give me some names?" he asked us. He asked us if we could give him some names.
"Is Rita still upset about retiring?" he asked her. He asked her if Rita was still upset about retiring.
"Are you going to run away with Terry?" I asked her. I asked her if she was going to run away with Terry.
"Will Roger help find out what's going on?" he asked them. He asked them if Roger would help find out what was going on.
" Can we stop now?" they asked me. They asked me if they could stop now.

（三）学习场景

1.引导语

One more exercise, and then you can stop. Chris is talking to Mike. Has Mike had his interwiew with Detective Mofine yet? Listen carfully for the answer.

2.情景

Has Detective Modine interview you yet ,Mike? Do  you know anything about him? According to Steven, he's the best detective in Stamford. He's very clever. Jake said he was a nice guy. I wonder what he's like. I haven't met him yet. Rita thinks he's really handsome. Don't pay any attention to Rita, Accoeding to her, even I'm handsome. Well...I think you're kind of cute too.
OK. Has Mike and his interview with Detective Modine yet? No, he hasn't.

3.学习

Now listen and repeat.

the best detective in Stamford
he's the best detective in Stamford.
According to Steven, he's the best detective in Stamford.
According to Steven, he's the best detective in Stamford.

even I'm handsome.
According to Rita, even I'm handsome.
According to Rita, even I'm handsome.

4.引导学习

Now I say, " Steven says that he's the best detective in Stamfoed." And you say... According to Steven , he's the best detective  in Stamford. I say, " Rita thinks even I'm handsome." And you say... According to Rita, even I'm handsome. All right. Let's begin.

5.练习

Steven says that he's the best detective in Stamford. According to Steven , he's the best detective in Stamford.
Rita thinks even I'm handsome. According to Rita ,even I'm handsome.
Jake says that Detective Modine is a nice guy. According to Jake , Detective Modine is a nice guy.
Both of them think there's a connection with Thomas Ames. According to both of them, there's a
connection with Thonas Ames.
We say the glove is the key to solving the mystery. According to us, the glovr is the key to silving the mestery.
I think this lesson is over. According to me , this lesson is over.

Yes, it is , This is the end of Lesson Eight.

一、基本词组
　Where was he/she/they?  He/She was at ...  They were at...
　Was he ...? Yes, he was.  No, he wasn't .
    Were they at...? Yes, they were.  No, they weren't .
    Were you...? Yes, I was. / No, I wasn't.
　No kidding? Really?
　Oh, come on. I wasn't born yesterday.
　：

1.Where was he/she/they?  He/She was at ...  They were at...

Hello, Sam! How are you?
Good. Ready?
Let's begin. Just listen.


Were you here ...? Yes, I was. Was Linda here? No. She was at work.

Pay attention, ladies.
One, two. One, two. One, two. One, two.
Were you here last night?
Yes, I was.
Was Linda here?
No. She was at work.
She and Steven were at the studio.
And where was Jake?
Was he at the studio too?
On Friday night?
You've got to be kidding.
He was with Chris.         


sb. was at ...,  They were at ...

Now some pronunciation practice.
Listen and repeat.

Carol was at her
exercise class
Carol was at her exercise class.

Susan was at her
grandmother's house
Susan was at her grandmother's house.

Linda and Steven were at
Linda and Steven were at the studio.

Jake was with Chris.
John was in Denver.


Where was he/she? He/She was at ...

OK, Sam. Do you remember 
where everyone was last night? 
Let's see.
I say, "Where was Carol last night?"
And you say.. .She was at her exercise class.
I say, "Where was Susan last night?"
And you say . . . She was at her grandmother's house.
Ready? Let's begin.

Where was Carol last night? 
She was at her exercise class.
Where was Susan last night? 
She was at her grandmother's house.
Where were Linda and Steven?
They were at the studio.
What about Jake?
Where was Jake last night? 
He was with Chris.
And where was John? 
He was in Denver.

2.Was he ...? Yes, he was.  No, he wasn't .
    Were they at...? Yes, they were.  No, they weren't .
    Were you...? Yes, I was. / No, I wasn't.
　：

That was easy, wasn't it?
Here are some more questions about
the people at WEFL.
I say, "Was Jake with Chris last night?"
And you say . . . Yes, he was.
I say, "Were they at the studio?"
And you say. . . No, they weren't.
Ready? Let's go.


Was he/she ...? Yes, he/she was.  No, he/she wasn't .
Were they at...? Yes, they were.  No, they weren't .

Was Jake with Chris last night?
Yes, he was.
Were they at the studio?
No, they weren't.
Was Susan at her grandmother's house last night? 
Yes, she was.
Was she with John? 
No, she wasn't.
And John? Was John in Denver? 
Yes, he was.
Was he with Linda?
No, he wasn't.
Was Linda with Steven last night?
Yes, she was.
Were they at home? 
No, they weren't.


Were you...? Yes, I was. / No, I wasn't.

Good, Sam!
Now I want to
know a little about you.
I say, "Were you at home last night, Sam?"
You answer . . .Yes, I was. 
Or.. . No, I wasn't.
OK? Let's begin.

Were you at home last night, Sam?
Were you with a friend?
Tell me, Sam,
were you at the supermarket yesterday?
Were you at work on Friday?


Was Susan...? No, she wasn't.

Great, Sam!
Now let's talk some more about
Carol, Susan, John, Linda, Steven,
and the rest of the people at WEFL.
I say, "Was Susan in Denver with John?"
And you say. . . No, she wasn't.
She was at her grandmother's house in New York.
I say, "Were Linda and Steven at home on Friday night?"
And you say.. . No, they weren't.
They were at the studio.
Ready? Let's begin.

"Was Susan in Denver with John?"
No, she wasn't.
She was at her grandmother's house in New York.
Were Linda and Steven at home on Friday night?
No, they weren't.
They were at the studio.
Was Carol in New York with Susan?   
No, she wasn't.
She was at her exercise class.
Was Chris at the studio on Friday night?
No, she wasn't.
She was with Jake.   
Was John in Stamford?
No, he wasn't.
He was in Denver.   
How about you, Sam?
Were you in Denver last night?

3.No kidding? Really?

Good.Now listen to the conversation.

       
No kidding? Really?

I was at my grandmother's house.
She lives in New York.
No kidding?
She lives in New York?
Yes. Yesterday was her birthday.
She's eighty-one.
Really? She's eighty-one?

Listen and repeat.

No kidding? She lives in New York?
No kidding? She lives in New York?   

Really?    She's eighty-one?
Really?  She's eighty-one?

No kidding? and Really?
express surprise.
"She lives in New York?" and "She's eighty-one?"
are ways of asking for confirmation.
Remember they are questions.
Now Susan says. ..
My grandmother lives in New York.
And you say. . .
No kidding? She lives in New York?
She says. . .She's eighty-one.
And you say. . . Really? She's eighty-one?
Are you ready, Sam? Let's go.

My grandmother lives in New York.
No kidding? She lives in New York?
Yes, and she's eighty-one. 
Really? She's eighty-one?
Yes. In fact, yesterday was her birthday.
No kidding? Yesterday was her birthday?
There were a lot of people at her house.   
Really? There were a lot of people at her house?
Yes. For spaghetti and Mexican beer.
No kidding? For spaghetti and Mexican beer?
She loves Mexican beer. Really?
She loves Mexican beer?   

4.Oh, come on. I wasn't born yesterday.

Well, that was easy, wasn't it, Sam?
Now listen to the conversation
between Susan and John.   
         

what's right for you, have to do , Oh, come on.

You have to do
what's right for you.
Susan, we can continue our relationship.
Oh, come on.
I wasn't born yesterday.
It won't work. 
I want it to work. 
Long-distance relationships never work.
Susan, I really care for you.
Can you just leave me alone now? Please?   
         
Listen and repeat.

Oh, come on.   
I wasn't born
I wasn't born yesterday.
Oh, come on. I wasn't born yesterday.   

Susan says,
"Oh, come on.
I wasn't born yesterday,"
to show
she doesn't think
John is right.
Now, Sam, I say,
"Long-distance relationships always work."
And you say . . . Oh, come on.
I wasn't born yesterday.
I say, "You can learn English in a week."
And you say . . . Oh, come on.
I wasn't born yesterday.
Ready? Let's begin.



Long-distance relationships always work.
Oh, come on. I wasn't born yesterday.   
You can learn English in a week.
Oh, come on. I wasn't born yesterday.   
You know, cigarettes are good for you. 
Oh, come on. I wasn't born yesterday.   
The weather is always warm and sunny in London.
Oh, come on. I wasn't born yesterday.

That's all for now, Sam.
This is the end of Lesson Four.

二、基本句子

1.Where was Carol last night?  She was at her exercise class.
　：

Carol was at her exercise class.
Susan was at her grandmother's house.
Linda and Steven were at the studio.
Jake was with Chris.
John was in Denver.

Where was Carol last night?  She was at her exercise class.
Where was Susan last night?  She was at her grandmother's house.
Where were Linda and Steven? They were at the studio.
What about Jake? Where was Jake last night?  He was with Chris.
And where was John?  He was in Denver.

2.Was Jake with Chris last night? Yes, he was.
　Were they at the studio? No, they weren't.
　：

Was Jake with Chris last night? Yes, he was.
Were they at the studio? No, they weren't.
Was Susan at her grandmother's house last night?  Yes, she was.
Was she with John?  No, she wasn't.
And John? Was John in Denver?  Yes, he was.
Was he with Linda? No, he wasn't.
Was Linda with Steven last night? Yes, she was.
Were they at home?  No, they weren't.

Were you at home last night, Sam?
Were you with a friend?
Tell me, Sam, were you at the supermarket yesterday?
Were you at work on Friday?

"Was Susan in Denver with John?" No, she wasn't. She was at her grandmother's house in New York.
Were Linda and Steven at home on Friday night? No, they weren't. They were at the studio.
Was Carol in New York with Susan?    No, she wasn't. She was at her exercise class.
Was Chris at the studio on Friday night? No, she wasn't. She was with Jake.   
Was John in Stamford? No, he wasn't. He was in Denver.   
How about you, Sam? Were you in Denver last night?

3.No kidding? She lives in New York?
　Really?  She's eighty-one?
　：

My grandmother lives in New York. No kidding? She lives in New York?
Yes, and she's eighty-one.  Really? She's eighty-one?
Yes. In fact, yesterday was her birthday. No kidding? Yesterday was her birthday?
There were a lot of people at her house.    Really? There were a lot of people at her house?
Yes. For spaghetti and Mexican beer. No kidding? For spaghetti and Mexican beer?
She loves Mexican beer. Really? She loves Mexican beer?   

4.Oh, come on. I wasn't born yesterday.   
　：

Long-distance relationships always work. Oh, come on. I wasn't born yesterday.   
You can learn English in a week. Oh, come on. I wasn't born yesterday.   
You know, cigarettes are good for you.  Oh, come on. I wasn't born yesterday.   
The weather is always warm and sunny in London. Oh, come on. I wasn't born yesterday.

That's all for now, Sam. This is the end of Lesson Four.

三、基本场景

（一）场景学习

1.引导语

Hello, Sam! How are you? Good. Ready? Let's begin. Just listen.

2.情景

Pay attention, ladies. One, two. One, two. One, two. One, two. Were you here last night? Yes, I was. Was Linda here? No. She was at work. She and Steven were at the studio. And where was Jake? Was he at the studio too? On Friday night? You've got to be kidding. He was with Chris.         

3.学习

Now some pronunciation practice. Listen and repeat.

Carol was at her
exercise class
Carol was at her exercise class.

Susan was at her
grandmother's house
Susan was at her grandmother's house.

Linda and Steven were at
Linda and Steven were at the studio.

Jake was with Chris.
John was in Denver.

4.引导学习

OK, Sam. Do you remember  where everyone was last night?  Let's see. I say, "Where was Carol last night?" And you say.. .She was at her exercise class. I say, "Where was Susan last night?" And you say . . . She was at her grandmother's house. Ready? Let's begin.

5.练习

Where was Carol last night?  She was at her exercise class.
Where was Susan last night?  She was at her grandmother's house.
Where were Linda and Steven? They were at the studio.
What about Jake? Where was Jake last night?  He was with Chris.
And where was John?  He was in Denver.

（二）场景学习

1.引导学习
That was easy, wasn't it? Here are some more questions about the people at WEFL. I say, "Was Jake with Chris last night?" And you say . . . Yes, he was. I say, "Were they at the studio?"And you say. . . No, they weren't.Ready? Let's go.

2.练习

Was Jake with Chris last night? Yes, he was.
Were they at the studio? No, they weren't.
Was Susan at her grandmother's house last night?  Yes, she was.
Was she with John?  No, she wasn't.
And John? Was John in Denver?  Yes, he was.
Was he with Linda? No, he wasn't.
Was Linda with Steven last night? Yes, she was.
Were they at home?  No, they weren't.

3.引导学习

Good, Sam! Now I want to know a little about you. I say, "Were you at home last night, Sam?" You answer . . .Yes, I was.  Or.. . No, I wasn't. OK? Let's begin.

4.练习

Were you at home last night, Sam?
Were you with a friend?
Tell me, Sam, were you at the supermarket yesterday?
Were you at work on Friday?


5.引导学习

Great, Sam! Now let's talk some more about Carol, Susan, John, Linda, Steven, and the rest of the people at WEFL. I say, "Was Susan in Denver with John?" And you say. . . No, she wasn't. She was at her grandmother's house in New York. I say, "Were Linda and Steven at home on Friday night?" And you say.. . No, they weren't. They were at the studio. Ready? Let's begin.

6.练习

"Was Susan in Denver with John?" No, she wasn't. She was at her grandmother's house in New York.
Were Linda and Steven at home on Friday night? No, they weren't. They were at the studio.
Was Carol in New York with Susan?    No, she wasn't. She was at her exercise class.
Was Chris at the studio on Friday night? No, she wasn't. She was with Jake.   
Was John in Stamford? No, he wasn't. He was in Denver.   
How about you, Sam? Were you in Denver last night?

（三）学习场景

1.引导语

Good.Now listen to the conversation.
         
2.情景

I was at my grandmother's house. She lives in New York. No kidding? She lives in New York? Yes. Yesterday was her birthday. She's eighty-one. Really? She's eighty-one?

3.学习

Listen and repeat.

No kidding? She lives in New York?
No kidding? She lives in New York?   

Really?    She's eighty-one?
Really?  She's eighty-one?

4.引导学习

No kidding? and Really? express surprise. "She lives in New York?" and "She's eighty-one?" are ways of asking for confirmation. Remember they are questions. Now Susan says. .. My grandmother lives in New York. And you say. . . No kidding? She lives in New York? She says. . .She's eighty-one. And you say. . . Really? She's eighty-one? Are you ready, Sam? Let's go.

5.练习

My grandmother lives in New York. No kidding? She lives in New York?
Yes, and she's eighty-one.  Really? She's eighty-one?
Yes. In fact, yesterday was her birthday. No kidding? Yesterday was her birthday?
There were a lot of people at her house.    Really? There were a lot of people at her house?
Yes. For spaghetti and Mexican beer. No kidding? For spaghetti and Mexican beer?
She loves Mexican beer. Really? She loves Mexican beer?   

（四）场景学习

1.引导语

Well, that was easy, wasn't it, Sam? Now listen to the conversation between Susan and John.   
         
2.情景

You have to do what's right for you. Susan, we can continue our relationship. Oh, come on. I wasn't born yesterday. It won't work.  I want it to work.  Long-distance relationships never work. Susan, I really care for you. Can you just leave me alone now? Please?   
         
3.学习

Listen and repeat.

Oh, come on.   
I wasn't born
I wasn't born yesterday.
Oh, come on. I wasn't born yesterday.   

4.引导学习

Susan says, "Oh, come on. I wasn't born yesterday," to show she doesn't think John is right. Now, Sam, I say, "Long-distance relationships always work." And you say . . . Oh, come on. I wasn't born yesterday. I say, "You can learn English in a week." And you say . . . Oh, come on. I wasn't born yesterday. Ready? Let's begin.

5.练习

Long-distance relationships always work. Oh, come on. I wasn't born yesterday.   
You can learn English in a week. Oh, come on. I wasn't born yesterday.   
You know, cigarettes are good for you.  Oh, come on. I wasn't born yesterday.   
The weather is always warm and sunny in London. Oh, come on. I wasn't born yesterday.

That's all for now, Sam. This is the end of Lesson Four.

一、基本词组

1.... percent,  ...percentage of..., the number of...,

hight school graduates, keep in mind , write out, perstage of ...,

Review Three.
For this lesson,
you'll need a pencil and a piece of paper.
Rita is reading the newspaper.
She finds a report about
hight school graduates
and decides to
read it to Terry.
Lesten to their converstion.
But first ,
here are some questions for you
to keep in mind
while you listen.
Take a pencil and piece of paper.
Each question will be read twice
with pauses for you to write.
You don't have to write out
the whole question.
Just write enogh
so that
you can remember
what the questions are
when you listen to the report. Ready?

Here's Quesion One.
In what month
does the school year begin
in the United States?
In what month
does the school year begin
in the United Stases?
Quesion Two.
About what percentage of  students
receive their diplomas
in the sping?
About what percentage of stutents
receive their diplomas in the spring?
Question Three.
Why are there fewer students graduating
now than in 1989?
Why  are there fewer students graduating
now than in 1989?
Quesion Four.
What is a good predictor
of the mumber of hight school graduates?
What is a good pradctor
of the number of high school graduates?
Question Five.
What perstage of the 18-year-old population
doesn't graduate from high school?
What percentage of the 18-year-old population
doesn't graduate feom high school.
Quastion Six.
After graduating from high school,
what percentage of students
go on to college the same year?
After graduating from high school,
what percentage of students
go on to college the same year?

Now listen carefully
as Rita reads the report,
and write down
the important informations
you'll need to answer the questions.


There are fewer students today than there were in ...., This is because ...,
in the fall , in the spring, be equal to ...

This ia a really interesting article, Terry,
Did you know that there are fewer high school students today than there were in 1989?
Gee,I thought the population was growing.
Not the high school population.
Let me read you the whole article.
It's very short... Ahem...
"In the United States,
the school year beging in Septembler.
Most high school graduations
occur in May or June...s"
So you start school in the fall and you finish in the spring.
Everybody doed that.
Not verybody. Listen to this ..
"But a small number of graduates,
about three pecent of the total,
receive their diplomas
in the middle of the school year."
Well... three pecent.
I mean,
that's not very many.
Three percent is three percent.
Remamber, we're talking millions here.
Anyway..."
The number of high school graduates
in the Unites States
has been decreasing
since 1089.
This is because
fewer children were born in the 1970s." 
Fewer babies in the seventies,
fewer high school students in the eighties.
That makes sense.
"A good predictor of the number of high school
graduates in a year
is the number of children born 18 years earlier.
Currently, the number of graduates
is equal to
about 73 percent of the 18-year-old population."
That's not very good. 
Why? 73 percent is a lot.
Yes, but it means that
some 27 percent of our young people
don't finish high school.
That's a lot too.
You're right.
It's too many, really. . . 27 percent.
Everybody should finish high school. . .
Here are some more statistics . . .
"Between 49 and 54 percent of high school graduates
begin college
in the fall after their high school graduation."
That's about half,
49 to 54 percent.
Yeah. It means that
the other half doesn't go on to college.
Or, maybe they do go on to college . . .
but not the same year as they graduate from high school.
OK. Now try to answer the questions. Ready?


... percent,  ...percentage of..., the number of...,

Question One.
In what month
does the school year
begin in the United States?
September.
Question Two.
About what percentage of students
receive their diplomas
in the spring?
Ninety-seven percent.
Question Three.
Why are there fewer students graduating
now than in 1989?
Because fewer children were born in the 1970s.
Question Four.
What is a good predictor of the number of high school graduates?
The number of children born 18 years earlier.
Question Five.
What percentage of the 18-year-old population
doesn't graduate from high school?
About 27 percent.
Question Six.
After graduating from high school,
what percentage of students go on to college the same year?
Between 49 and 54 percent.

2....should ask / (find out) them if...
　：

be mentioned in...,

Now let's listen to
some more of the conversation
between Rita and Terry.
They're still talking about
the report on high school graduates.
Listen carefully for a food item.
What food is mentioned in this conversation?


a quarter of ..., half of ..., worried about ...：

Well, what did you think of  the report?
I don't know, Rita.
The statistics are upsetting.
I mean, the idea
that a quarter of our young people
don't finish high school,
and then half of those who do,
don't continue their education . . .
Are you worried about our future, Terry?
Our future-yours and mine-looks wonderful,
Rita. But the future for our young people?
I don't know.
Someone should ask them if they're worried.
The answers might be interesting.
Wait. Here's another article.
It's a report called
"What Worries American Teenagers?"
Do you want me to read it to you?
No . . . no, thanks, Rita.
Did I ever tell you that
you make me feel like a teenager?
Oh, Terry. And what worries me right now is my stomach.
How about a pizza?
Oooooh!! I'd love one.
OK. What food is mentioned in
this conversation? Pizza.


...should ask / (find out) them if...

Now listen and repeat.

they're worried
ask them
if they're worried
Someone should ask them
if they're worried.
Someone should ask them
if they're worried.

Now I say, "Find out."
And you say.. .
Someone should find out
if they're worried.
I say, "Upset."
And you say. . .
Someone should find out
if they're upset.
Ready? Here we go.


...should ask / help them if...
...should find out if...

Someone should ask them
if they're worried.
Find out.
Someone should find out
if they're worried.
Upset.
Someone should find out
if they're upset.
We. We should find out
if they're upset.
Must. We must find out
if they're upset.
Help them. We must help them
if they're upset.
In trouble. We must help them
if they're in trouble.
When.  We must help them
when they're in trouble.

This is the end of Review Three.

二、基本句子

1.
In what month does the school year begin in the United States? September.
About what percentage of students receive their diplomas in the spring? Ninety-seven percent.
Why are there fewer students graduating now than in 1989? Because fewer children were born in the 1970s.
What is a good predictor of the number of high school graduates?The number of children born 18 years earlier.
What percentage of the 18-year-old population doesn't graduate from high school? About 27 percent.
After graduating from high school, what percentage of students go on to college the same year? Between 49 and 54 percent.

2.Someone should ask them if they're worried.
　：

Someone should ask them if they're worried.
Find out. Someone should find out if they're worried.
Upset. Someone should find out if they're upset.
We. We should find out if they're upset.
Must. We must find out if they're upset.
Help them. We must help them if they're upset.
In trouble. We must help them if they're in trouble.
When.  We must help them when they're in trouble.

三、基本场景

（一）场景学习

1.引导语

Review Three. For this lesson, you'll need a pencil and a piece of paper. Rita is reading the newspaper. She finds a report about hight school graduates and decides to read it to Terry. Lesten to their converstion. But first , here are some questions for you to keep in mind while you listen. Take a pencil and piece of paper. Each question will be read twice with pauses for you to write. You don't have to writ out the whole question. Just writ enogh so that you can remember what the questions are when you listen to the report. Ready?

2.问题

Here's Quesion One. In what month does the school year begin in the United States? In what month does the school year begin in the United Stases?
Quesion Two. About what percentage of  students receive their diplomas in the sping? About what
percentage of stutents receive their diplomas in the spring?
Question Three. Why are there fewer students graduating now than in 1989? Why  are there fewer students graduating now than in 1989?
Quesion Four. What is a good predictor of the mumber of hight school graduates? What is a good pradctor of the number of high school graduates?
Question Five. What perstage of the 18-year-old population doesn't graduate from high school? What percentage of the 18-year-old population doesn't graduate feom high school.
Quastion Six. After graduating from high school, what percentage of students go on to college the same year? After graduating from high school, what percentage of students go on to college the
same year?

3.引导语

Now listen carefully as Rita reads the report, and write down the important informationsyou'll need to answer the questions.

4.情景

This ia a really interesting article, Terry, Did you know that there are fewer high school students today than there were in 1989? Gee,I thought the population was growing. Not the high school population. Let me read you the whole article. It's very short... Ahem... "In the United States, the school year beging in Septembler. Most high school graduations occur in May or June...s" So you start school in the fall and you finish in the spring. Everybody doed that. Not verybody. Listen to this .. "But a small number of graduates, about three pecent of the total, receive their diplomas in the middle of the school year." Well... three pecent. I mean, that's not very many. Three percent is three percent. Remamber, we're talking millions here. Anyway..." The number of high school graduates in the Unites States has been decreasing since 1089. This is because fewer children were born in the 1970s."  Fewer babies in the seventies, fewer high school students in the eighties. That makes sense. "A good predictor of the number of high school graduates in a year is the number of children born 18 years earlier. Currently, the number of graduates is equal to about 73 percent of the 18-year-old population." That's not very good.  Why? 73 percent is a lot. Yes, but it means that some 27 percent of our young people don't finish high school. T.hat's a lot too.You're right. It's too many, really. . . 27 percent. Everybody should finish high school. . . Here are some more statistics . . . "Between 49 and 54 percent of high school graduates begin college in the fall after their high school graduation." That's about half, 49 to 54 percent. Yeah. It means that the other half doesn't go on to college. Or, maybe they do go on to college . . . but not the same year as they graduate from high school.
OK. Now try to answer the questions. Ready?

5.练习

Question One. In what month does the school year begin in the United States? September.
Question Two. About what percentage of students receive their diplomas in the spring? Ninety-seven percent.
Question Three. Why are there fewer students graduating now than in 1989? Because fewer children were born in the 1970s.
Question Four. What is a good predictor of the number of high school graduates?The number of children born 18 years earlier.
Question Five. What percentage of the 18-year-old population doesn't graduate from high school? About 27 percent.
Question Six. After graduating from high school, what percentage of students go on to college the same year? Between 49 and 54 percent.

（二）场景学习

1.引导语

Now let's listen to some more of the conversation between Rita and Terry. They're still talking about the report on high school graduates. Listen carefully for a food item. What food is mentioned in this conversation?

2.情景

Well, what did you think of  the report? I don't know, Rita. The statistics are upsetting. I mean, the idea that a quarter of our young people don't finish high school, and then half of those who do, don't continue their education . . .Are you worried about our future, Terry? Our future-yours and mine-looks wonderful, Rita. But the future for our young people? I don't know. Someone should ask them if they're worried. The answers might be interesting. Wait. Here's another article. It's a report called "What Worries American Teenagers?" Do you want me to read it to you? No . . . no, thanks, Rita. Did I ever tell you that you make me feel like a teenager? Oh, Terry. And what worries me right now is my stomach. How about a pizza? Oooooh!! I'd love one.
OK. What food is mentioned in this conversation? Pizza.

3.学习

Now listen and repeat.

they're worried
ask them if they're worried
Someone should ask them if they're worried.
Someone should ask them if they're worried.

4.引导学习

Now I say, "Find out." And you say.. .Someone should find out if they're worried. I say, "Upset." And you say. . . Someone should find out if they're upset. Ready? Here we go.

5.练习

Someone should ask them if they're worried.
Find out. Someone should find out if they're worried.
Upset. Someone should find out if they're upset.
We. We should find out if they're upset.
Must. We must find out if they're upset.
Help them. We must help them if they're upset.
In trouble. We must help them if they're in trouble.
When.  We must help them when they're in trouble.

This is the end of Review Three.

一、基本词组
　get off one's back = stop bothering ons(宾格).
　Steven told Jake that he couldn't  ...  = Steven said, "Jake, I can't... "
    Jake told Steven that he was building... =  Jake said, "Steven, he's building ..."
　wind up  = finish = end up



1.get off one's back = stop bothering ons(宾格).

on the phone with ..., talking about...

Welcome to Lesson Nine.
Steven is on the phone with ...
Thomas Ames.
Who do you think
they're talking about?


stop bothering me about..., get off my back

Yes, yes. I know all that, Ames,
but he was just doing his job.
He's a reporter,
and a good one.
I wish
you would stop bothering me about this. . .
Well, yes. Maybe
he is a little ambitious.
But I can't control that. . .
No,I don't know anything
about this story.
Listen, Ames, get off my back.
Well, who do you think
they're talking about?
Jake.

Now listen and repeat.

get off
Get off my back.
Get off my back.


Get off my back. = Stop bothering me.

Get off my back
is an idiomatic way of saying
"Stop bothering me."
Let's practice this expression.
I say, "Stop bothering me."
And you say. . .Get off my back.
I say, "He calls me all the time;
I wish he'd stop bothering me."
And you say . . .I wish he'd get off my back.
OK. Let's begin.


get off one's back = stop bothering ons(宾格).

Stop bothering me.   
Get off my back.
He calls me all the time;
I wish he'd stop bothering me.
I wish he'd get off my back.
Jake's always asking Chris to do things.
He really should stop bothering her.
He really should get off her back.
Terry's just impossible.
Will he ever stop bothering Rita?
Will he ever get off Rita's back?
I finally told them
if they didn't stop bothering me,
I'd call the police.
I finally told them
if they didn't get off my back,
I'd call the police.

2.Steven told Jake that he couldn't  ...  = Steven said, "Jake, I can't... "
Jake told Steven that he was building... =  Jake said, "Steven, he's building ..."

talk about..., ask sb. about...

Good. Now listen to
Jake and Steven
talking about ...
Thomas Ames.
When did Thomas Ames ask Peter Case about
buying WEFL?
Listen for the answer.


sell ... to him , buy ... from..., a few things,

Jake, I can't stand Ames.
But he isn't trying to
buy the station
to stop you.
He's been after the station for some time.
He asked Case
if he would sell the station to him six months ago.
And he tried to buy it fromSam Finch,
the previous owner.
How much has Ames told you about himself?
Not much.
I've learned a few things.
We've had a few meetings. 
Steven, he's building apartments
right next to the Nature Center.
He's going to ruin it.
Has he ever said anything about it to you?
Of course not.
The man is not stupid.
How much has he asked you about me?
Nothing, until now.
He just asked me
if I would take you off the story.
OK. When did Thomas Ames
ask Peter Case about buying WEFL?
Six months ago.

Now listen and repeat.

I can't stand Ames
Jake, I can't stand Ames.
Steven said, "Jake, I can't stand Ames."
Steven said, "Jake, I can't stand Ames."

he's building apartments
Steven, he's building apartments
right next to the Nature Center.
Jake said,
"Steven, he's building apartments
right next to the Nature Center."
Jake said,
"Steven, he's building apartments
right next to the Nature Center."


Steven told Jake that he couldn't  ...  = Steven said, "Jake, I can't... "
Jake told Steven that he was building... =  Jake said, "Steven, he's building ..."

Now you hear. . .
Steven told Jake that
he couldn't stand Ames.
And you say . . .
Steven said, "Jake, I can't stand Ames."
You hear. . .
Jake told Steven that
he was building apartments
right next to the Nature Center.
And you say. . .
Jake said, "Steven, he's building apartments
right next to the Nature Center."
Ready? Here we go.


Steven told Jake that he couldn't  ...  = Steven said, "Jake, I can't... "
Jake told Steven that he was building... =  Jake said, "Steven, he's building ..."
Steven told Jake that Peter Case wouldn't be able to...  = Steven said, "Jake, Peter Case won't be able to ..."
Jake told Steven that things couldn't be .... = Jake said, "Steven, things can't be ..."
Steven told Jake that the man wasn't ....  = Steven said, "Jake, the man isn't ..."
Jake told Steven that Ames was going to ... = Jake said, "Steven, Ames is going to ..."
Steven told Jake that Thomas Ames was ... = Steven said, "Jake, Thomas Ames is ..."

Steven told Jake that
he couldn't stand Ames.
Steven said, "Jake, I can't stand Ames."
Jake told Steven that
he was building apartments
right next to the Nature Center.
Jake said, "Steven, he's building apartments
right next to the Nature Center."
Steven told Jake that
Peter Case wouldn't be able to
give the station away.
Steven said, "Jake, Peter Case won't be able to
give the station away."
Jake told Steven that
things couldn't be that bad.
Jake said, "Steven, things can't be that bad."
Steven told Jake that
the man wasn't stupid.
Steven said, "Jake, the man isn't stupid."
Jake told Steven that
Ames was going to
ruin the Nature Center.
Jake said, "Steven, Ames is going to
ruin the Nature Center."
Steven told Jake that
Thomas Ames was a greedy,
evil good-for-nothing.
Steven said, "Jake, Thomas Ames is a greedy,
evil good-for-nothing."

3.wind up  = finish = end up
　：

the end of

Now let's listen to the end of
the conversation
between Steven and Jake.
What does the doctor say
Steven is getting?
Listen carefully for the answer.


get an ulcer, wind up ,  in the hospital, figure ... out

What's that?
It's for my stomach.
My doctor says
I'm getting an ulcer.
He says
if I don't calm down,
I'm going to wind up in the hospital.
You are too nervous.
Don't worry, Steven.
I'm going to figure this out.
Hurry, Jake. We don't have much time.
OK. What does the doctor say
Steven is getting?
An ulcer.

Now listen and repeat.

wind up
wind up in the hospital
I'm going to wind up in the hospital
I'm going to wind up in the hospital.


wind up  = finish = end up

To wind up means about the same
as to finish or to end up.
Let's practice this verb.
You hear. . .I'm going to end up in the hospital.
And you say . . .I'm going to wind up in the hospital.
You hear. . . The meeting finishes at 9:00.
And you say. . .The meeting winds up at 9:00.
All right. Let's begin.

I'm going to end up in the hospital. 
I'm going to wind up in the hospital.
The meeting finishes at 9:00.
The meeting winds up at 9:00.
I wish he'd finish the report.
I wish he'd wind up the report.
Will Peter Case end up with nothing? 
Will Peter Case wind up with nothing?
Thomas Ames could end up in jail.   
Thomas Ames could wind up in jail.
Do you know when this lesson ends? 
Do you know when this lesson winds up?

It winds up right now.
This is the end of Lesson Nine.

二、基本句子

1.Stop bothering me.    Get off my back.
　：

He calls me all the time; I wish he'd stop bothering me. I wish he'd get off my back.
Jake's always asking Chris to do things. He really should stop bothering her. He really should get off her back.
Terry's just impossible. Will he ever stop bothering Rita? Will he ever get off Rita's back?
I finally told them if they didn't stop bothering me, I'd call the police. I finally told them if they didn't get off my back, I'd call the police.

2.Steven told Jake that he couldn't stand Ames. Steven said, "Jake, I can't stand Ames."
　Jake told Steven that he was building apartments right next to the Nature Center. Jake said, "Steven, he's building apartments right next to the Nature Center."
　：

Steven told Jake that he couldn't stand Ames. Steven said, "Jake, I can't stand Ames."
Jake told Steven that he was building apartments right next to the Nature Center. Jake said, "Steven, he's building apartments right next to the Nature Center."
Steven told Jake that Peter Case wouldn't be able to give the station away. Steven said, "Jake, Peter Case won't be able to give the station away."
Jake told Steven that things couldn't be that bad. Jake said, "Steven, things can't be that bad."
Steven told Jake that the man wasn't stupid. Steven said, "Jake, the man isn't stupid."
Jake told Steven that Ames was going to ruin the Nature Center. Jake said, "Steven, Ames is going to ruin the Nature Center."
Steven told Jake that Thomas Ames was a greedy, evil good-for-nothing. Steven said, "Jake, Thomas Ames is a greedy, evil good-for-nothing."

3.I'm going to wind up in the hospital.
　：

I'm going to end up in the hospital.  I'm going to wind up in the hospital.
The meeting finishes at 9:00. The meeting winds up at 9:00.
I wish he'd finish the report. I wish he'd wind up the report.
Will Peter Case end up with nothing?  Will Peter Case wind up with nothing?
Thomas Ames could end up in jail.    Thomas Ames could wind up in jail.
Do you know when this lesson ends?  Do you know when this lesson winds up?

三、基本场景

（一）场景学习

1.引导语

Welcome to Lesson Nine. Steven is on the phone with Thomas Ames. Who do you think they're talking about?

2.情景

Yes, yes. I know all that, Ames, but he was just doing his job. He's a reporter, and a good one. I wish you would stop bothering me about this. . . Well, yes. Maybe he is a little ambitious. But I can't control that. . . No,I don't know anything about this story. Listen, Ames, get off my back.
Well, who do you think they're talking about? Jake.

3.学习

Now listen and repeat.

get off
Get off my back.
Get off my back.

4.引导学习

Get off my back is an idiomatic way of saying "Stop bothering me." Let's practice this expression. I say, "Stop bothering me." And you say. . .Get off my back. I say, "He calls me all the time; I wish he'd stop bothering me." And you say . . .I wish he'd get off my back.
OK. Let's begin.

5.练习

Stop bothering me.    Get off my back.
He calls me all the time; I wish he'd stop bothering me. I wish he'd get off my back.
Jake's always asking Chris to do things. He really should stop bothering her. He really should get off her back.
Terry's just impossible. Will he ever stop bothering Rita? Will he ever get off Rita's back?
I finally told them if they didn't stop bothering me, I'd call the police. I finally told them if they didn't get off my back, I'd call the police.

（二）场景学习

1.引导语

Good. Now listen to Jake and Steven talking about Thomas Ames. When did Thomas Ames ask Peter Case about buying WEFL? Listen for the answer.

2.情景

Jake, I can't stand Ames. But he isn't trying to buy the station to stop you. He's been after the station for some time. He asked Case if he would sell the station to him six months ago. And he tried to buy it fromSam Finch, the previous owner. How much has Ames told you about himself? Not much. I've learned a few things. We've had a few meetings.  Steven, he's building apartments right next to the Nature Center. He's going to ruin it. Has he ever said anything about it to you? Of course not. The man is not stupid. How much has he asked you about me? Nothing, until now. He just asked me if I would take you off the story.
OK. When did Thomas Ames ask Peter Case about buying WEFL? Six months ago.

3.学习

Now listen and repeat.

I can't stand Ames
Jake, I can't stand Ames.
Steven said, "Jake, I can't stand Ames."
Steven said, "Jake, I can't stand Ames."

he's building apartments
Steven, he's building apartments right next to the Nature Center.
Jake said, "Steven, he's building apartments right next to the Nature Center."
Jake said, "Steven, he's building apartments right next to the Nature Center."

4.引导学习

Now you hear. . . Steven told Jake that he couldn't stand Ames. And you say . . . Steven said, "Jake, I can't stand Ames." You hear. . . Jake told Steven that he was building apartments right next to the Nature Center. And you say. . .Jake said, "Steven, he's building apartments right next to the Nature Center." Ready? Here we go.

5.练习

Steven told Jake that he couldn't stand Ames. Steven said, "Jake, I can't stand Ames."
Jake told Steven that he was building apartments right next to the Nature Center. Jake said, "Steven, he's building apartments right next to the Nature Center."
Steven told Jake that Peter Case wouldn't be able to give the station away. Steven said, "Jake, Peter Case won't be able to give the station away."
Jake told Steven that things couldn't be that bad. Jake said, "Steven, things can't be that bad."
Steven told Jake that the man wasn't stupid. Steven said, "Jake, the man isn't stupid."
Jake told Steven that Ames was going to ruin the Nature Center. Jake said, "Steven, Ames is going to ruin the Nature Center."
Steven told Jake that Thomas Ames was a greedy, evil good-for-nothing. Steven said, "Jake, Thomas Ames is a greedy, evil good-for-nothing."

（三）学习场景

1.引导语

Now let's listen to the end of the conversation between Steven and Jake. What does the doctor say Steven is getting? Listen carefully for the answer.

2.情景

What's that? It's for my stomach. My doctor says I'm getting an ulcer. He says if I don't calm down, I'm going to wind up in the hospital. You are too nervous. Don't worry, Steven. I'm going to figure this out. Hurry, Jake. We don't have much time.
OK. What does the doctor say Steven is getting? An ulcer.

3.学习

Now listen and repeat.

wind up
wind up in the hospital
I'm going to wind up in the hospital
I'm going to wind up in the hospital.

4.引导学习

To wind up means about the same as to finish or to end up. Let's practice this verb. You hear. . .I'm going to end up in the hospital. And you say . . .I'm going to wind up in the hospital. You hear. . . The meeting finishes at 9:00. And you say. . .The meeting winds up at 9:00. All right. Let's begin.

5.练习

I'm going to end up in the hospital.  I'm going to wind up in the hospital.
The meeting finishes at 9:00. The meeting winds up at 9:00.
I wish he'd finish the report. I wish he'd wind up the report.
Will Peter Case end up with nothing?  Will Peter Case wind up with nothing?
Thomas Ames could end up in jail.    Thomas Ames could wind up in jail.
Do you know when this lesson ends?  Do you know when this lesson winds up?

It winds up right now. This is the end of Lesson Nine.

用了三天的时间，终于将第一册的课文及练习全部听了几遍。
第一遍仅听——理解，，第二遍记录一些关键词语，帮助自己记忆。第三遍彻底听懂。其他的次数嘛，就是有时间，但是在做别的事情时，做背景来听。

当然正常的高级篇的进度还是要保持着。